框架意识在高校图书馆元素养教育中的创新实践

The Application of Framework-Thought in the Metaliteracy Education Practices of University Libraries

文章从元素养教育内容特点角度分析我国高校图书馆元素养教育实践不足的原因,提出了一个简洁生动易实践的元素养教学框架,为我国高校图书馆由传统信息素养教育向元素养教育过渡提供一定实践参考。通过调研国内外元素养实践相关文献,比较分析元素养教育与信息素养教育的区别与联系,指出元素养学习概念化的特点,并针对其对师生要求较高的教育难点,通过创新教学实践引入世界范围广受欢迎的《爱探险的朵拉》故事解决问题框架,将高校元素养教育核心意识嵌入其中。三年教学实践中不同阶段的学生信息行为对比证明,以该故事框架为载体的元素养概念化教育内容更易被学生内化接受并应用于实践。

The paper analyzes the reasons for insufficient practice of metaliteracy education of university libraries in view of its content characteristics,and puts forward a concise and vivid teaching framework applied easily to metaliteracy education,which provides a practical reference for the transition from information literacy education to metaliteracy education in Chinese university libraries.Through literature research on metaliteracy at home and abroad and comparative analysis of the distinction and relation between metaliteracy and information literacy education,this paper points out that the metaliteracy education is characterized for its conceptual contents,and in view of a high demand of teachers and students,takes Dora the Explorer,a world-popular story,as problem solving framework embedding the core concepts of metaliteracy education.Three years of metaliteracy teaching practices and comparison among students information behaviors in different stages show that the conceptual contents of metaliteracy education with the proposed Dora story framework are more apt to be accepted and internalized into practice by students.